Suggested Experiences & Outcomes
Responsibility of All Mental & Emotional Wellbeing
- I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 3-03a
- I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 3-04a
Responsibility of All Physical Wellbeing
- I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 3-15a
- I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 3-16a
- I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 3-17a
Responsibility of All Health & Wellbeing
- I understand the positive effects that some substances can have on the mind and body but I am also aware of the negative and serious physical, mental, emotional, social and legal consequences of the misuse of substances. HWB 3-38a
- I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions. HWB 3-39a
- I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure. HWB 3-40a
- I know how to access information and support for substance-related issues. HWB 3-40b
- After assessing options and the consequences of my decisions, I can identify safe and unsafe behaviours and actions. HWB 3-41a
- I know that the use of alcohol and drugs can affect behaviour and the decisions that people make about relationships and sexual health. HWB 3-41b
- I know the action I should take in the management of incidents and emergencies related to substance misuse. HWB 3-42a
- I understand the impact that ongoing misuse of substances can have on a person’s health, future life choices and options. HWB 3-43a
- Through investigating substance misuse in my local community I can reflect on specific issues, and discuss how they are being addressed. HWB 3-43b
Benchmarks: Explains the benefits of substances in supporting good health, for example, prescribed medication. Gives examples of current laws and advice in relation to substance use, for example, units of alcohol, tobacco sales.
Explains how media and peer pressure might affect own attitudes and behaviour.
Identifies and selects the skills / qualities required to make positive choices in challenging situations, for example, confidence, resilience, assertiveness. Gives examples of positive coping strategies when dealing with stressful and challenging situations, for example, walk away, talk to friend / adult, physical activity.
Knows how to access local support services.
Weighs up risk and identifies potential safe and unsafe behaviours and actions, for example, the impact of gambling.
Explains how substance misuse can affect judgement and impair ability to make responsible decisions, for example, unwanted sexual experiences.
Know actions to be taken in an emergency relating to substance misuse.
Identifies potential impact of short and long term substance use.
Identifies local substance misuse issues and how they are being addressed.
Suggested Learning Intentions
- To learn how to assess and manage risk to make informed choices.
- To develop understanding of the impact of substances on the mind and body.
- To investigate substance mis/use in the local environment.
Suggested Success Criteria (I can...)
- I can explain and discuss the impact of substance misuse on health and wellbeing.
- I can discuss and demonstrate strategies I could use to make informed choices in stressful/challenging situations.
- I can identify my feelings and explain how these can affect my behaviour.
Suggested Learning Experiences
These suggested activities/tasks are for group work within a classroom. Please select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks/content with your learners and which other staff may also be able to provide support/differentiation to meet their needs.
- What do we know?
Teacher can facilitate discuss with learners about what they already know about tobacco/smoking. (whole class or in groups) These resources from www.ashscotland.org.uk/schools may shape the work/discussions of the class:
MB1 – Myth Buster Cards
MB2 – Myth Buster Answers
TTF2 – True False Statements and Answers
AES2 – Fast Facts E-cigarettes
AES4 – Are ecigs safe worksheet Answers
List the different information – where has this come from?
How do we know it is reliable/true?
What articles of UNCRC are relevant? Why?
Teacher can facilitate discussion about what learners know about the law and tobacco. What do they know? How have they found out?
Groups can design a way to share information about smoking – poster, podcast etc.
- What do we need to know?
Use the ASH Scotland Understanding Nicotine Addiction Powerpoint, or information from www.landed.info to discuss what chemicals are in cigarettes, how these affect the body/mind, addiction and stopping smoking.
In groups discuss the important points from the PPT, share with others why you think these points are important.
Use the www.ashscotland.org/uk/school Agree/Disagree questions (in True or False) and give 2 or 3 questions to each group. What do you think – do you agree/disagree? Why? Ask each group to share – does everyone agree/disagree? What are the other POV?
How does advertising impact on views on smoking – where do you see adverts? What do you think of them?
Skills & Qualities -> positive choices/judgements, peer pressure (follow on from 2nd Level) How to say no – scenarios etc. Resource – second hand smoke www.healthyandsmokefree.scot
- What’s happening here / locally? / What could we do next?
Learners could discuss/explore/examine:
What local issues do we have about smoking? Vaping/e-cigs, environmental issues, UNCRC, money? Possibly look at ASH scenarios?
In groups read www.ashscotland.org/uk/schools Mental health scenarios SMH3 – Smoking mental health scenarios. Decide on what you would do and explain why – share and discuss with another group/whole class.
What support services are in this area – use the links below to national/local groups and organisations that deal with this topic. Discuss why you might use a support service.
Suggested SHANARRI Indicators
Suggested UNCRC Articles
Suggested NPF Outcome
- NPF 2.5
NHS Lanarkshire Library Resources
Here are some examples of resources that can be ordered via NHS Lanarkshire Library Resource to support your delivery of this topic:
- Drugs, alcohol & tobacco situation cards (Game)
- Harry’s scary tongue (Model)
- 10 A day smokers tar in a jar (Model)
- Smokey eyes goggles (Game kit)
- A pack of toxic tar display (Resource)
- Tobacco: the teen files flipped series (DVD)
- Smoking: truth or dare? (DVD)
- Superheroes vs smoking (DVD)
- If I’m lyin; I’m dyin’: a story about smoking (DVD)
- What’s wrong with Nicotine (DVD)
- Online ACEs course - https://www.acesonlinelearning.com/
- HSBC National Report
- Fast Forward https://www.fastforward.org.uk/resources/educational-materials/
- Pledge your school’s support for Scotland’s Charter for a smoke free generation: www.ashscotland.org.uk/charter
- Going up in smoke: Malawi, tobacco and us www.scotdec.org.uk
- NIH https://education.gov.scot/improvement/practice-exemplars/Tobacco-free%20Schools%20Project
- Children’s Rights www.unicef.org.uk/rrsa
- RRSA & ASN https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/special-schools-convention/
- Convention on Rights of Persons with Disabilities (CRPD) https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/the-convention-in-brief.html
- Children & Young People’s Commissioner Scotland www.cypcs.org.uk
- Children in Scotland https://childreninscotland.org.uk/
- ASDAN - https://www.asdan.org.uk/courses
- SQA - Wellbeing Award SCQF levels 3 to 5 https://www.sqa.org.uk/sqa/63094.html
- Health Headlines Activity - Outline
- Health Headlines Activity - Resources